Uso do lúdico e da contextualização para aulas de química orgânica
His study found that the research on science education biology, physics and chemistry in high school and elementary) has focused the various elements related to it, some more specific, such as the role of practical activities, the textbook and different ways to approach the content, where there are...
| Autor principal: | Brach, Elizete Neuza |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/21717 |
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| Resumo: |
His study found that the research on science education biology, physics and chemistry in high school and elementary) has focused the various elements related to it, some more specific, such as the role of practical activities, the textbook and different ways to approach the content, where there are many challenges faced by teachers of Chemistry highlighting the difficulty in linking the knowledge of Chemistry received in educational institutions and/or universities, with their teaching practice. Several studies regarding recreational activities have to prove that the game, besides being a source of pleasure and discovery for the student can contribute significantly to the process of knowledge construction as mediators of student learning. Seeking a better understanding of the content covered in class, we prepared a card game fruit with the main purpose to understand the nutritional content of them, and the importance of fruit for a healthier diet associated with the content of organic chemistry (chemical food) in order that the student has the opportunity to learn while playing. There was a comparison of data acquired by a questionnaire (before and after the game) and analyzed statistically efficient method of playfulness and intensified the understanding of the importance of fruit to food. The survey was conducted in the municipality of São Miguel do Iguaçu, with the participation of the students of the third year of middle school students conducted a survey checking the fruit and its nutritional value later with this information we designed a card game (super asset) where students had the opportunity to meet many different fruits containing nutritional labeling of each fruit. It was found that the practice of recreational activities promotes a cheerful and relaxed atmosphere, the use of games in the classroom, encourages creativity, spontaneity, and awareness of the students, to promote healthier eating practices. |
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